This research explores factors supporting EFL teachers' Acceptance of Technology during Emergency Remote Teaching and Learning (ERTL). This research's two primary objectives are to discover factors supporting EFL teachers' acceptance of technology and factors that hinder teachers from using technology during ERTL. Accepting technology is fundamentally influenced by two factors based on the Technology Acceptance Model (TAM), namely: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Exploring factors to understand technology acceptance was not new, yet, when adding a situation such as during ERTL, broader insight concerning those factors was discovered in this inquiry. The current research was a qualitative study. Therefore, it used semi structured interviews with three EFL teachers from school A as the research subjects to collect the research data. Since this is qualitative research, the research subjects were selected through purposeful sampling. QCAmap, which applied a content analysis procedure, was employed as an analysis technique in this research. This research has undergone several processes to confirm the data's trustworthiness using participant validation and data triangulation. Six factors supporting English teachers' technology acceptance in current research aligned with previous research: PU, PEOU, Subjective norms (SN), Job Relevance (JR), Perceived Enjoyment (PEN), and Self-esteem. This research also provides an understanding of whether English teachers' acceptance of the technology was genuinely supported by perceived usefulness and ease of use of technology through determinants of PU and PEOU found. Besides factors supporting EFL teachers' acceptance of technology, the hindrance to integrating technology was also discovered. Six factors that hinder teachers from using technology are Technology Anxiety, Time Limitation, Blackouts, Network Problems, Cost, and Teachers' Limitations. Overall, the findings are in line with previous research, while broader insight into technology acceptance among Indonesian EFL senior high school teachers was discovered by adding conditions such as ERTL. Implications for future research and suggestions to improve the integration of technology and to encourage English teachers' continuance to use technology after ERTL were provided.